Evaluative conduct in teacher–student supervision: When students assess their own performance

Telling Stories from the Sea: Facilitating Professional Learning in Maritime Post-Simulation Debriefings

“…How questions are formulated relate not only to the level of reflection in the elicited answers. As demonstrated by Skovholt et al (2019), asking open-ended wh-questions does not necessarily occasion self-reflection or self-assessment as proposed (cf. Sawyer et al 2016).…”

“…Although these fundamentals might work in theory, studies that examine the practical accomplishment of debriefing show discrepancies between guidelines provided in the pedagogical literature and empirical practice (Husebø et al 2013;Johansson et al 2017;Nordenström 2019;Sellberg 2018;Skovholt et al 2019). These studies investigate, in interactional detail, how facilitators work to guide students in reflecting, evaluating and commenting on performance in relation to professional standards (Johansson et al 2017;Sellberg 2018), and how students give formative assessments of their own or each other's work or performance during debriefings (Nordenström 2019;Skovholt et al 2019).…”

“…1 Gibbs' reflective cycle, adopted from Husebø et al (2013) of being an instructor or facilitator as opposed to a student. The students understand that the questions asked during the debriefing have a preferred or correct answer, and that it will be assessed by the facilitator as such (Skovholt et al 2019). Although debriefing literature regularly promotes a psychological safe debriefing climate where students do not feel judged, instructions and assessments during debriefings are regularly provided by facilitators, and these assessments are critical.…”

“…Most bridge teams deliver slightly positive but unelaborate answers to this question, for example, that they think it went "okay" or "good" (cf. Skovholt et al 2019). However, the Disa bridge team stands out when the student in the role of officer of the watch (Student 1) answers that it went "really bad actually."…”

Lecturers' Performance in Increasing of Learning Quality Through Self-Monitoring Evaluation

“…Selain itu, dosen juga harus melakukan evaluasi diri terhadap hasil proses belajar mengajar yang telah dilakukan. Praktik mengevaluasi kinerja sendiri atau kinerja orang lain ada di mana-mana baik di tempat kerja dan pengaturan kelembagaan yang merupakan dasar dari upaya peningkatan kualitas pendidikan (Skovholt, Nordenström, & Stokoe, 2019). Kegiatan evaluasi pembelajaran merupakan salah satu bentuk evaluasi kinerja dosen untuk meningkatkan kualitas pembelajaran.…”